Journal of Experimental Child Psychology最新文献

Do children match described probabilities? The sampling hypothesis applied to repeated risky choice.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-01 Epub Date: 2024-12-03 DOI: 10.1016/j.jecp.2024.106126

Anna I Thoma, Christin Schulze

{"title":"Do children match described probabilities? The sampling hypothesis applied to repeated risky choice.","authors":"Anna I Thoma, Christin Schulze","doi":"10.1016/j.jecp.2024.106126","DOIUrl":"10.1016/j.jecp.2024.106126","url":null,"abstract":"One way in which children can learn about probabilities of different outcomes before making a decision is from description, for instance, by observing graphical representations of frequency distributions. But how do repeated risky choices develop in early childhood when outcome probabilities are learned from description? Integrating previous findings from children's sampling processes in causal learning and adults' repeated choice behavior, we investigated repeated choices from 201 children aged 3 to 7 years and 100 adults in a child-friendly risky choice task. We expected young children to probability match and predicted that the perceived dependency between choices would shape the underlying choice process. However, the assumed cognitive processes derived from the causal learning and risky choice literature did not generalize to children's or adults' repeated risky choices when outcome probabilities were learned from graphical representations prior to making a decision. Moreover, choice behavior did not differ as a function of the perceived dependency between guesses. Instead, children broadly diversified choices, and switching between options dominated older children's choice behavior. Our results contribute to increasing evidence of childhood as a phase for heightened exploration and highlight the importance of considering the learning format when studying repeated choice across development.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"106126"},"PeriodicalIF":1.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142781489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relation of verbal and nonverbal skills to basic numerical processing of preterm versus term-born preschoolers.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-03-01 Epub Date: 2024-12-02 DOI: 10.1016/j.jecp.2024.106128

Isabelle Farmer, Paige M Nelson, Tilbe Göksun, Ö Ece Demir-Lira

{"title":"The relation of verbal and nonverbal skills to basic numerical processing of preterm versus term-born preschoolers.","authors":"Isabelle Farmer, Paige M Nelson, Tilbe Göksun, Ö Ece Demir-Lira","doi":"10.1016/j.jecp.2024.106128","DOIUrl":"10.1016/j.jecp.2024.106128","url":null,"abstract":"Verbal and nonverbal skills significantly contribute to individual differences in children's numerical development at the group level. However, less is known about whether the nature of the relations between verbal and nonverbal systems and numerical cognition varies depending on the unique characteristics children bring into numerical learning. To better delineate these associations, we examined the association between verbal and nonverbal skills and symbolic numerical development in preterm-born (PTB; n = 93; <37 weeks of gestation) children and term-born children (n = 104). We showed that PTB preschoolers, as a group, were at a higher risk of falling behind on certain numerical tasks (cardinality) but not on others (counting). There was, however, significant individual variability within the groups. Verbal and nonverbal skills contributed to the variability of children's numerical performance but did so differentially across the full spectrum of gestational age. Specifically, verbal skills moderated the association between gestational age and symbolic number performance (cardinality). The relation between verbal and cardinality skills was stronger at higher gestational ages compared with lower gestational ages. In addition, at higher gestational ages, children more frequently used retrieval strategy and less often relied solely on finger counting for the cardinality task. Shifting the focus from group differences to understanding individuals and their unique developmental pathways may enhance our insight into the risk and protective factors underlying the variability observed in all children.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"251 ","pages":"106128"},"PeriodicalIF":1.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of absolute and relative feedback on children's self-evaluation: Transitioning from kindergarten to first grade.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-31 DOI: 10.1016/j.jecp.2024.106157

Yijun Jin, Huan Wang

{"title":"The impact of absolute and relative feedback on children's self-evaluation: Transitioning from kindergarten to first grade.","authors":"Yijun Jin, Huan Wang","doi":"10.1016/j.jecp.2024.106157","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106157","url":null,"abstract":"Absolute feedback and relative feedback significantly influence children's self-evaluation. However, previous research has examined these influences separately, leaving the relative importance of absolute versus relative feedback for children unclear. This study aimed to determine which type of feedback is more crucial for children and how they develop responses to both during educational transitions. The effects of absolute feedback and relative feedback on self-evaluation were compared among kindergarten children (N = 72) and first-grade children (N = 81) using a 2 (Absolute Score: high vs. low) × 2 (Relative Rank: high vs. low) between-subjects design. Results indicated that kindergarten children primarily responded to absolute feedback in terms of satisfaction with performance and predicting absolute scores. Conversely, first graders showed sensitivity to absolute feedback concerning satisfaction, emotional responses, and prediction of scores. Moreover, first graders also began exhibiting sensitivity to relative feedback regarding emotional responses and prediction of ranks. These findings imply that absolute feedback holds greater significance for children, but with age they become adept at integrating both types of feedback into their self-evaluation processes.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106157"},"PeriodicalIF":1.8,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unraveling the small tie problem mystery: Size effects from finger counting to mental strategies in addition.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-28 DOI: 10.1016/j.jecp.2024.106154

Jeanne Bagnoud, Céline Poletti, Marie Krenger, Mathusanaa Mahendrathas, Jasinta Dewi, Catherine Thevenot

{"title":"Unraveling the small tie problem mystery: Size effects from finger counting to mental strategies in addition.","authors":"Jeanne Bagnoud, Céline Poletti, Marie Krenger, Mathusanaa Mahendrathas, Jasinta Dewi, Catherine Thevenot","doi":"10.1016/j.jecp.2024.106154","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106154","url":null,"abstract":"Determining how children solve arithmetic problems when they stop using their fingers is a real challenge. To take it up, the evolution of problem-size effects for tie and non-tie problems was observed when 6-year-olds (N = 65) shift from finger counting to mental strategies. These observations revealed that the problem-size effect remained the same for non-tie problems, whereas it drastically decreased for tie problems. Moreover, the solving strategy for tie problems switched directly from the representation of both operands on fingers to retrieval without transition through the representation of only one operand on fingers. This direct switch could be made possible by the relative ease to commit symmetrical representations to memory (in the case of tie problems) rather than non-symmetrical ones (in the case of non-tie problems). This would explain why, early during development, small tie problems are solved quickly and present null or negligible size effects. All in all, our results and interpretations provide an answer to the long-standing question as to why tie problems have a special cognitive status. Our results also nuance the classical description of the developmental pattern reported in all textbook chapters devoted to numerical cognition according to which a finger strategy where only one operand is represented on fingers constitutes a developmental stage between the representation of two operands on fingers and retrieval. We demonstrate here that it is true only for non-tie problems.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106154"},"PeriodicalIF":1.8,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Testing the generalizability of minimal group attitudes in minority and majority race children.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-27 DOI: 10.1016/j.jecp.2024.106133

Brenda Straka, Ashley E Jordan, Alisha Osornio, May Ling Halim, Kristin Pauker, Kristina R Olson, Yarrow Dunham, Sarah Gaither

{"title":"Testing the generalizability of minimal group attitudes in minority and majority race children.","authors":"Brenda Straka, Ashley E Jordan, Alisha Osornio, May Ling Halim, Kristin Pauker, Kristina R Olson, Yarrow Dunham, Sarah Gaither","doi":"10.1016/j.jecp.2024.106133","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106133","url":null,"abstract":"The minimal group effect, in which people prefer ingroup members to outgroup members even when group membership is trivially constructed, has been studied extensively in psychological science. Despite a large body of literature on this phenomenon, concerns persist regarding previous developmental research populations that are small and lack racial/ethnic diversity. In addition, it remains unclear what role holding membership within and interacting with specific racial/ethnic groups plays in the development of children's group attitudes. Using a collaborative multi-site study approach, we measured 4- to 6-year-old children's (N = 716 across five regions in the United States; 47.1% girls; 40.5% White, 13.3% Black, 12.6% Asian, 24.6% Latine, 9.2% multiracial) minimal group attitudes and preference for real-world racial/ethnic ingroups and outgroups. We found that, as a whole, the minimal group effect was observed in the total sample, and no significant differences were found between racial/ethnic groups; yet exploratory analyses revealed that the minimal group effect was most strongly displayed among older children compared with younger children and, when considered separately, was more clearly present in some racial/ethnic groups (White) but not so in others (Black). In addition, there was no relationship between children's minimal group attitudes and racial group preferences, suggesting that factors other than ingroup/outgroup thinking may influence young children's racial bias. Taken together, results highlight the continued need for large and racially diverse samples to inform and test the generalizability of existing influential psychological theories.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106133"},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-27 DOI: 10.1016/j.jecp.2024.106147

Derek R Becker, Sarah F Pedonti, Cathy Grist, Myra Watson

{"title":"Connections among family socioeconomic status, aerobic fitness, executive function, and the positive experiences of childhood physical activity.","authors":"Derek R Becker, Sarah F Pedonti, Cathy Grist, Myra Watson","doi":"10.1016/j.jecp.2024.106147","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106147","url":null,"abstract":"A family's socioeconomic status (SES) can be linked to a child's physical and cognitive health, with children from low-SES families often experiencing poor developmental outcomes. Early positive childhood experiences that include structured and unstructured physical activities (SUPAs) offer a potential avenue to promote positive health and cognitive development during early childhood. However, prior to school entry, it is not well-understood whether SES is related to participation in SUPAs or how SUPAs relate to early health and cognitive indicators such as aerobic fitnessand executive function (EF). Children (N = 99) aged 3 to 5 years were recruited from 17 classrooms in seven center-based pre-kindergartens. In fall and spring, children were assessed on EF using the Head-Toes-Knees-Shoulders task and aerobic fitness was assessed with the 20-m shuttle run test. Family SES significantly predicted SUPAs and fall and spring fitness, with SUPAs and spring fitness significantly predicting spring EF. Partial support for an indirect relationship between SES and EF through SUPAs was also found. Results suggest that family SES could play a role in predicting participation in SUPAs and aerobic fitness, with SUPAs and aerobic fitness linked to EF during pre-kindergarten.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106147"},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mental arithmetic skill development in primary school: The importance of number processing abilities and general cognitive abilities.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-26 DOI: 10.1016/j.jecp.2024.106155

Ulf Träff, Rickard Östergren, Kenny Skagerlund, Mikael Skagenholt

{"title":"Mental arithmetic skill development in primary school: The importance of number processing abilities and general cognitive abilities.","authors":"Ulf Träff, Rickard Östergren, Kenny Skagerlund, Mikael Skagenholt","doi":"10.1016/j.jecp.2024.106155","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106155","url":null,"abstract":"The purpose of this study was to pinpoint which mixture of cognitive abilities and number abilities underlies young children's early mental arithmetic learning (i.e., skill development) and to examine to what extent this mixture is akin to the mixture underlying children's early arithmetic performance. A total of 265 children were assessed on counting knowledge, symbolic magnitude comparison, number line estimation, logical reasoning, verbal working memory, spatial processing, phonological processing, and general processing speed. One year later in first grade, the children's mental arithmetic ability was assessed, and it was then reassessed in second grade. A latent change score model showed that arithmetic performance was supported by counting knowledge, number line estimation, logical reasoning, spatial processing, phonological processing, and general processing speed, whereas arithmetic development was only supported by verbal working memory. These results demonstrate that the mixture of abilities underlying arithmetic development and arithmetic performance are rather different. Mental arithmetic performance in Grade 1 is equally dependent on a combination of both number abilities and cognitive abilities, whereas mental arithmetic development between first grade and second grade is only supported by one cognitive ability, verbal working memory.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106155"},"PeriodicalIF":1.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preschoolers' cognitive skills predict their developing moral self.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-24 DOI: 10.1016/j.jecp.2024.106153

Erin Ruth Baker, Marc Jambon

{"title":"Preschoolers' cognitive skills predict their developing moral self.","authors":"Erin Ruth Baker, Marc Jambon","doi":"10.1016/j.jecp.2024.106153","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106153","url":null,"abstract":"Although individual differences in children's moral self-concept emerge during early childhood and predict future behavioral outcomes, the cognitive skills underlying the development of the moral self have received little attention. We addressed this gap with a longitudinal sample of 106 children (Mage = 52.78 months, SD = 6.61, range = 37-64 at Time 1) living in urban economic deprivation. In the fall, children completed interviews on the moral self as well as hot and cool executive function (EF) tasks, a five-task theory of mind (ToM) battery, and a receptive verbal assessment. Approximately 6 months later, children again completed the moral self interview. Results from a series of latent change score models, controlling for age and parents' education, demonstrate that different aspects of the moral self were supported in different ways, and at different times, by aspects of cognition. For instance, the aggressive moral self was initially predicted by both cool and hot EF, whereas change was predicted by cool EF. In comparison, the socioemotional moral self was initially predicted by cool EF, as were changes over time. The initial instrumental helping moral self was predicted by ToM. Findings suggest that a multidimensional moral self may be best enhanced by a multipronged approach to cognitive support.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106153"},"PeriodicalIF":1.8,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Finger counting as a key tool for the development of children's numerical skills.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-24 DOI: 10.1016/j.jecp.2024.106156

Catherine Thevenot, Marie Krenger, Céline Poletti

引用次数: 0

Processing order in short-term memory is spatially biased in children.

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-12-24 DOI: 10.1016/j.jecp.2024.106171

Maëliss Vivion, Morgane Ftaïta, Alessandro Guida, Fabien Mathy

{"title":"Processing order in short-term memory is spatially biased in children.","authors":"Maëliss Vivion, Morgane Ftaïta, Alessandro Guida, Fabien Mathy","doi":"10.1016/j.jecp.2024.106171","DOIUrl":"https://doi.org/10.1016/j.jecp.2024.106171","url":null,"abstract":"When processing serial information, adults tend to map elements of a sequence onto a mental horizontal line, following the direction of their reading and writing system. For example, in a Western population, the beginning of a series is associated with the left-hand side of the mental line, while its end is preferentially associated with the right. To complete the few studies that have investigated the cultural vs. innate determinants of such a spatial bias, the current study used a rotation task of unlabeled serial information. Experiment 1 measured the presence of a left-oriented bias in children from toddlers to grade 5 (aged 2 to 12 years old) and in adults. Results only showed a bias in adults. Experiment 2 was designed to avoid potential confounds identified in Experiment 1, and Experiment 3 provided more explicit information to participants, but the results still did not show a clear left-oriented bias in children. By controlling the mental rotation of our material in Experiment 4, we finally observed a global left-to-right bias across age groups, in particular between the 2nd grade (7 years old) and the 4th grade (9 years old), and in adults. Overall, this study shows that spatial-ordinal associations observed in adults can also be observed in children as early as primary school. In addition, a weaker bias was observed in younger children, which suggests that the effect could begin to emerge in preschool (4 years old) before being reinforced later with expertise in literacy.","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"252 ","pages":"106171"},"PeriodicalIF":1.8,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0